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De Facto Segregation and the Digital Divide

De Facto Segregation and the Digital Divide

Fawzia Reza
Copyright: © 2021 |Pages: 16
ISBN13: 9781799869672|ISBN10: 1799869679|EISBN13: 9781799869696
DOI: 10.4018/978-1-7998-6967-2.ch008
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MLA

Reza, Fawzia. "De Facto Segregation and the Digital Divide." Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization, edited by Harpreet Kaur Dhir, IGI Global, 2021, pp. 145-160. https://doi.org/10.4018/978-1-7998-6967-2.ch008

APA

Reza, F. (2021). De Facto Segregation and the Digital Divide. In H. Dhir (Ed.), Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization (pp. 145-160). IGI Global. https://doi.org/10.4018/978-1-7998-6967-2.ch008

Chicago

Reza, Fawzia. "De Facto Segregation and the Digital Divide." In Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization, edited by Harpreet Kaur Dhir, 145-160. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6967-2.ch008

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Abstract

While de jure segregation is illegal in the United States, many school systems still enforce a form of de facto segregation, based on various factors including socio-economic status. This causes disparity in educational outcomes, especially when examined through the lens of skills identified by the partnership for 21st century learning (i.e., critical thinking, communication, collaboration, and creativity). A digital divide, which has been created by unequal access to technology, is directly responsible for an uneven playing field for disadvantaged students, and the COVID-19 crisis has exacerbated existing inequalities. Suggestions regarding how to reduce the digital divide are shared; implementing these might create a more equitable learning environment for all students.

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